Comparar métodos
Revisa los métodos seleccionados uno junto a otro; las filas que difieren aparecen resaltadas.
| Estudio de Lección Participativo× | Investigación basada en el diseño× | |
|---|---|---|
| Campo | Métodos de campo | Métodos de campo |
| Familia | Process / pipeline | Process / pipeline |
| Año de origen≠ | 2000s–2010s (core lesson study from late 19th-century Japan) | 1992 |
| Autor original≠ | Broader participatory framing developed by Pete Dudley and collaborators, building on Japanese jugyokenkyu tradition | Ann L. Brown and Allan Collins (independently, 1992) |
| Tipo≠ | Collaborative practitioner inquiry | Interventionist qualitative-quantitative mixed methodology |
| Fuente seminal≠ | Dudley, P. (Ed.). (2014). Lesson Study: Professional Learning for Our Time. Routledge. ISBN: 978-0415820714 | Brown, A. L. (1992). Design experiments: Theoretical and methodological challenges in creating complex interventions in classroom settings. Journal of the Learning Sciences, 2(2), 141–178. DOI ↗ |
| Alias | PLS, collaborative lesson study, inclusive lesson study, community lesson study | DBR, design research, design experiment, educational design research |
| Relacionados≠ | 5 | 6 |
| Resumen≠ | Participatory Lesson Study is an iterative, team-based professional development approach in which teachers — and often students, parents, or community members — jointly plan, observe, and critically reflect on live lessons to improve learning for a specific group of students. It extends the Japanese lesson study tradition by explicitly broadening participation beyond the teaching team to include diverse stakeholders, foregrounding equity, inclusion, and community perspectives in the inquiry cycle. | Design-based research (DBR) is an iterative, interventionist methodology that simultaneously designs educational interventions and builds theory about how and why those interventions work in authentic, complex settings. Originating in Ann Brown's 1992 classroom experiments and Allan Collins's parallel work, DBR treats the learning environment as both the object of study and the site of theory generation, cycling through design, enactment, analysis, and redesign until both practical improvement and theoretical insight are achieved. |
| ScholarGateConjunto de datos ↗ |
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